NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER …



Council on Education of the Deaf

 

CED Program Review Report Forms and Formats

Revised, February 2019

 

 

Council on Education of the Deaf

Program Review Report Format and Forms

C O V E R S H E ET

Institution

State

Date submitted

Name of Preparer

Phone # Email

Program documented in this report:

Name of institution’s program (s)

Degree or award level

Is this program offered online? □ YES □ NO □ Hybrid

Title of the state license(s)/certification(s) for which candidates are prepared:

Program report status:

□ Initial Review

□ Five-Year Reaccreditation Report

□ Ten-Year Reaccreditation Report

□ Revised Report (for programs that did not receive initial certification)

State licensure requirement for national recognition:

CED/CAEP requires 80% of the program completers who have taken the test to pass the applicable state licensure or certification test for their field, if the state has a testing requirement. Test information and data must be reported in Section III. Does your state require such a test?

□ YES □ NO

If YES, which ones________________________________________________________________

|Date Completed |Review Steps |

| |1. Program Chair informs CED of intent to undergo Review through electronic communications |

| |2. Review submission date is established; either September 15 or March 15 |

| |3. CED establishes Review Team |

| |4. Review submitted; invoice for Review sent to program upon receipt of report |

| |5. Initial Report of Review Team sent to Program Chair (60 days) |

| |6. 30-day comment/response period begins. |

| |7. Recommendation of the Review Team sent to CED Executive Director |

| |8. CED Executive Director submits report to Program Chair with recommendation. |

| |9. CED Executive Director submits report to CED Board with recommendation       . |

| |10. Board decision is communicated to Program Chair |

| |11. Accreditation certificate is presented to Program Chair at annual ACE-DHH meeting |

 Introduction (Limit narrative to six pages)

• Brief description of the institution

o Primary goals and objectives

o Nature and characteristics of the overall student body

o Major role of the institution in its area of service to the state or region

o General statistics and brief descriptions of candidates, faculty, departments, and divisions within which the program is housed.

• Current accreditation status of the institution and the teacher education division of the institution.

• Institution’s philosophy regarding teacher preparation for students who are D/deaf or hard of hearing, its conception of the role of the teacher, and its program objectives.

• Scope of the program including academic level (graduate, undergraduate, or both).

• Scope and nature of practicum experiences and facilities and supervision of practicum experiences.

• Organizational structure of the institution and program relationships with other divisions and disciplines within the institution. Include the administrative structure of the program including how program-specific decisions and changes are made.

• Brief history of the program including dates, periods of interruptions or lapses in the program’s accreditation history, numbers of students who have completed the program, the geographic area of service where students find employment and types of programs where employed.

• List all of the institution’s administrative units responsible for the teacher preparation program for students who are deaf and hard of hearing and the name and title of the head of each:

|  |  |

|Administrative Unit |Name and Title of Unit Head |

| 1. |1. |

|  | |

| 2. | 2. |

|  | |

| 3. | 3. |

|  | |

| 4. | 4. |

|  | |

 

• Contact information for the director of the teacher preparation program for students who deaf and hard of hearing.

 

Name: Academic Rank and Title: 

Street and building address:

E-mail address:  Telephone: Fax:

PROGRAM DATA

 

1.   In what year was the program was established? 

 

 

2. Fill in the table below with the following column headings:

(a)  What degree is granted upon completion of the program?

(b)  What is the average length in semesters of the program?

(c)  What is the number of graduates for each of the previous three years?

(d)  What is the number of full-time candidates currently enrolled in the program?

(e)   What is the number of part-time candidates currently enrolled in the program?

 

| |a |b |c |c |c |d |e |

| | | |Year : |Year : |Year : | | |

|Undergraduate | | | | | | | |

|Graduate | | | | | | | |

                                                                                                                                                        

3. Provide a one paragraph summary of the program, including educational settings or which students are prepared, the programs’ general communication philosophy and the communication settings for which students are prepared. [This paragraph will be made available on the CED website].

Standard I: Program Curriculum

a. Include the sequence of courses offered by semesters or quarters, courses required, and electives. List the course numbers, course titles, and credits for each. Star those courses that include early field experiences and hours. For undergraduate programs, the Curriculum Attachment should also include the General Education program.

b. Attach a course outline and syllabus for each required course specific to initial certification in education of the deaf or hard of hearing.

c. Attach a matrix that shows required course alignment to 2018 CEC and CED initial teacher preparation standards (and specialty standards, with performance assessments as part of the CED-CEC and CAEP alignment).  

|CEC-CED Standard |Course Name & Number |Assessment Activity & Standard |

| | | |

| | | |

| | | |

| | | |

PRACTICUM CENTERS AND PERSONNEL

(for observations, participation, student teaching, internships, recreational activities)

Please complete a separate sheet for each practicum facility used

 

• Name of practicum setting:

• What is the nature of the setting (e.g primarily a day class, day school, residential school, itinerant program, resource room, hospital or clinic, or other? 

• Communication approach(es) of the practicum setting(s)

• How many candidates have been placed at this facility during the present school year?

• Which types of experience does the program usually seek at this facility: observations, student teaching, tutoring, teacher aiding, non-academic experiences, or other (please specify)?

• How many of the cooperating teachers have state licensure to teach students who are deaf or hard of hearing?

• How many have CED Certification?

• How many of the cooperating teachers have a master’s degree or higher?

Cooperating Teacher Report Form

 

List the names of all of the cooperating teachers the program used in the previous three years. For each, provide (1) their highest academic degree, (2) the areas in which they are certified or licensed to teach, and (3) their number of years of teaching experience with students who are deaf or hard of hearing.

|Cooperating Teacher Name |Highest Academic Degree |Areas of Certification |Years of Experience with DHH |

| | | | |

| | | | |

| | | | |

| | | | |

Practicum/Field Experience Form

|List field experiences within the program, beginning with |Hours or weeks of field |Amount of faculty supervision |Ratio of supervisor to |

|earliest and working through student teaching/internship. |experience completed in |(number of visits, hours of |candidates in this field|

|Be sure to give the course number associated with the |this course. |instruction observed in person or|experience. |

|field experience. | |via video. | |

| | | | |

| | | | |

| | | | |

• Briefly (limit of 4 pages) describe how practicum and field experience cooperating teachers and program faculty work together to provide a positive learning experience for the candidates including

o How cooperating teachers and practicum sites receive training and information from the institution and program, and

o How cooperating teachers and practicum sites are evaluated by candidates and program faculty.

 

Standard 2: Program Faculty

• Complete the following for each faculty member responsible for professional coursework, clinical supervision, or administration in this program. Indicate full or part-time status. For part-time faculty, note what proportion of instruction in each curriculum is assigned to them.

PROFESSIONAL PERSONNEL DATA

 

Complete the following three-page form and append a vita for each person who teaches required courses or supervises practicum or student teaching or has direct administrative responsibilities in the preparation program for teachers of students who are deaf and hard of hearing.

 

Name:                                            Title:

 

 Academic Rank:                             Date of Appointment:

 

 Faculty Member’s Teaching Certification and Licensure:

 

|  |  |

|Credential |Granting Body |

| |  |

|   |  |

|  |  |

|   |  |

|  |  |

|   |  |

 

Faculty Member’s Earned Degrees:

 

|  |  |  |

|Year |Granting Institution |Major Field |

|  |  |  |

|   |  |  |

|  |  |  |

|   |  |  |

|  |  |  |

|   |  |  |

|  |  |  |

|   |  |  |

Faculty Member’s Professional Experience:

 

|  |  |  |

|Years |Employer |Job Title, Role, or Responsibilities |

|   |  |  |

|  |  |  |

|  |  |  |

|   |  |  |

|   |  |  |

|  |  |  |

 

 

Faculty member’s typical workload within the program for each academic term. Include courses, supervision, and administration. For each, indicate the semester.

 

|  |  |

|Term |Workload |

|  |  |

|Fall |  |

|  | |

|  |  |

|Spring |  |

|  | |

|  |  |

|Summer |  |

|  | |

|  |  |

|Other |  |

|  | |

List recent publications.

 

 

 

List memberships in professional associations or professional service.

 

 

 

List current research, writing, or other professional projects.

COURSE OFFERINGS AND FACULTY RESPONSIBILITIES FOR THE PAST TWO YEARS

|Courses |Course Dispositions by Faculty (initials) |

| |Fall |Spring |Summer |Fall |

|Grade point average (specify) | | | | |

|  |  |  |  |  |

|Previous credentials |  |  |  |  |

|  |  |  |  |  |

|Professional portfolio |  |  |  |  |

|  |  |  |  |  |

|Graduate school admission |  |  |  |  |

|  |  |  |  |  |

|Experience |  |  |  |  |

|  |  |  |  |  |

|Biographical data |  |  |  |  |

|  |  |  |  |  |

|Letters of recommendation |  |  |  |  |

|  |  |  |  |  |

|Standardized tests (specify) |  |  |  |  |

|  | | | | |

|  |  |  |  |  |

|Other (specify) |  |  |  |  |

|  | | | | |

CANDIDATE INFORMATION

Directions: Provide three years of data on candidates enrolled in, and completing the program, beginning with the most recent academic year for which numbers have been tabulated. Report the data separately for the levels/tracks (e.g., baccalaureate, post-baccalaureate, alternate routes, master’s, doctorate). Data must be reported separately for programs offered at multiple sites. Create additional tables as necessary.

|Program Level: |

| |

|Academic Year |# of Candidates Enrolled in the Program |# of Program Completers[1] |

| | | |

| | | |

| | | |

|Program Level: |

| |

|Academic Year |# of Candidates Enrolled in the Program |# of Program Completers |

| | | |

| | | |

| | | |

REPORT ON GRADUATES FOR PRIOR TWO-YEAR PERIOD

Indicate the numbers of graduates for the previous two years in each of the following categories:

 

|  |Previous Year |Second Previous Year |

|  |(specify): |(specify): |

|Number of Graduates |  |  |

|  |  |  |

|Number of the above CED certified |  |  |

|  |  |  |

|Employed in a Birth-to-Three (0-3) Early Intervention Program for deaf and hard of |  |  |

|hearing infants and toddlers |  |  |

| Employed pre-school for deaf and hard of hearing children |  |  |

| |  |  |

|Employed in a regular education elementary school, self-contained classes for deaf or|  |  |

|hard of hearing students |  |  |

|Employed in a regular education secondary school, self-contained classes for deaf or |  |  |

|hard of hearing students |  |  |

|Employed in a regular education setting as an itinerant teacher of the deaf or |  |  |

|resource teacher (no assigned classroom) |  |  |

|Employed in a school for deaf or hard of hearing students, elementary level |  |  |

| |  |  |

|Employed in a school for deaf or hard of hearing students, secondary level |  |  |

| |  |  |

|Other teaching setting with deaf or hard of hearing students (please specify) (e.g |  |  |

|multiple disabilities center, clinic, mental health setting) |  |  |

|Employed to teach hearing students |  |  |

|  |  |  |

|Employed but not teaching |  |  |

|  |  |  |

|Unemployed, but pursuing further education |  |  |

|  |  |  |

|Unemployed |  |  |

|  |  |  |

 

• Provide a description (limit of 2 pages) of how candidates have a role in the design, evaluation, development or modification of the program and how this feedback has been used by the program for program improvements.

Standard 4: Resources and Facilities

 

• Provide a brief narrative (limit of 2 pages) that indicates how facilities adhere to the standards in CED Items 4.1-4.3. (Library, Materials and Instructional Media Center and Virtual Resources, and Physical Facilities)

| |Student Access |Faculty Access |

|Online and/or print library access and sufficiency of resources | | |

|Variety and sufficiency of instructional and other technologies | | |

|Sufficient physical facilities and/or online services and other | | |

|essential resources | | |

|Other: | | |

Standard 5: Candidate Evaluation and Program Evaluation and Improvement

The next section of the Program Review Report focuses upon 6-8 key assessments that measure the impact of the candidate on student learners and the impact of the program on graduates.

SECTION II— LIST OF ASSESSMENTS

In this section, list the 6-8 assessments that are being submitted as evidence for candidates’ meeting the CED standards. All programs must provide a minimum of six assessments. If your state does not require a state licensure test in the content area, you must substitute an assessment that documents candidate attainment of content knowledge in #1 below. For each assessment, indicate the type or form of the assessment and when it is administered in the program.

|Name of Assessment[2] |Type or |When the Assessment |

| |Form of Assessment[3] |Is Administered[4] |

| | | |

|1 |[Licensure assessment, or other content-based | | |

| |assessment] | | |

|2 |[Assessment of content knowledge in special | | |

| |education/education of the deaf or hard of | | |

| |hearing] | | |

| |Language/Communication Skills Assessment? | | |

|3 |[Assessment of candidate ability to plan | | |

| |instruction for deaf or hard of hearing | | |

| |students] | | |

|4 |[Assessment of student teaching] | | |

|5 |[Assessment of candidate effect on student | | |

| |learning] | | |

|6 |Additional assessment that addresses CED | | |

| |standards (required) ] | | |

|7 |Additional assessment that addresses CED | | |

| |standards (optional) ] | | |

|8 |Additional assessment that addresses CED | | |

| |standards (optional) ] | | |

Will CED accept grades as one of the required assessments? (CEC apparently does not as it is not a performance-based measure. They can be used for program admission but not for documentation of standards-based skills).

CED will accept course grades as one of the 6 to 8 key assessments. Grades can be used for Assessment #1 (if there is no state licensure test), Assessment #2, or one of the optional assessments.

Acceptable documentation required for programs using course grades is as follows:

1. Courses must be required for all candidates in the program; elective courses may not be used as evidence.

2. Faculty may choose which courses will be used in this assessment. For example, they could select all courses in an academic major, or they could select a cluster of courses that address a specific domain, or they could select only one course, etc.

3. The documentation of course grades-based evidence must include curriculum requirements, including the course numbers of required courses. (a) For baccalaureate programs, documentation must be consistent with course listings provided in the Program of Study submitted in the Program Report. (b) If course grades are used as an assessment for a graduate level program that relies on coursework that may have been taken at another institution, the assessment must include the advising sheet that is used by the program to determine the sufficiency of courses taken by a candidate at another institution. The advising sheet must include specific information on required coursework and remediation required for deficiencies in the content acquirement of admitted candidates.

4. The grade evidence must be accompanied by the institution’s grade policy or definitions of grades.

5. Grade data must be disaggregated by program level (e.g. baccalaureate and post baccalaureate) and licensure category (e.g. deaf or hard of hearing, content area (for secondary or early childhood specializations).

SECTION III—RELATIONSHIP OF ASSESSMENT TO STANDARDS

Is this redundant or unnecessary if CEC requires that ALL initial licensure standards be assessed at least twice in the program? Do we list both initial and specialty standards, or does the previous chart (p. 6, Standard 1) replace this?

For each CED standard on the chart below, identify the assessment(s) in Section II that address the standard. One assessment may apply to multiple CED standards.

| |APPLICABLE ASSESSMENTS FROM SECTION II |

|CEC/CED STANDARD | |

|FIELD EXPERIENCES AND CLINICAL PRACTICE STANDARD |

|Education of the Deaf or hard of hearing candidates progress through a series of developmentally |Information should be provided in Section|

|sequenced field experiences for the full range of ages, types and levels of abilities, and |I (Context) to address this standard. |

|collaborative opportunities that are appropriate to the license or roles for which they are | |

|preparing. These field and clinical experiences are supervised by qualified professionals. | |

|CEC INITIAL STANDARDS (update & include specialty standards?) |

|Learner Development and Individual Learning Differences. |□#1 □#2 □#3 □#4 |

|Educators of the deaf or hard of hearing understand how hearing loss may interact with development |□#5 □#6 □#7 □#8 |

|and learning and use this knowledge to provide meaningful and challenging learning experiences for | |

|deaf or hard of hearing students. | |

|(1.1) Beginning educators of the deaf or hard of hearing understand how language, culture, and | |

|family background influence the learning of individuals with hearing loss as well as other | |

|exceptionalities. | |

|(1.2) Beginning educators of the deaf or hard of hearing use understanding of development and | |

|individual differences to respond to the needs of individuals with exceptionalities. | |

|CED Specific Knowledge/Skills: Includes understanding cognitive and language development of | |

|individuals who are deaf or hard of hearing; effects of the interrelationships among onset of | |

|hearing loss, age of identification, and provision of services on the development of individuals who| |

|are d/hh; influence of experience and educational placement on all developmental domains; influence | |

|of cultural identity and language on all developmental domains; components of linguistic and | |

|non-linguistic communication; importance of early intervention to language development; effects of | |

|sensory input on the development of language and learning; spoken and visual communication modes; | |

|and current theories of the development of spoken language and signed languages. | |

|Learning Environments |□#1 □#2 □#3 □#4 |

|Beginning educators of the deaf or hard of hearing create safe, inclusive, culturally responsive |□#5 □#6 □#7 □#8 |

|learning | |

|environments so that individuals with exceptionalities become active and effective learners and | |

|develop | |

|emotional well-being, positive social interactions, and self-determination. | |

|(2.1) Beginning educators of the deaf or hard of hearing through collaboration with general | |

|educators and other colleagues create safe, inclusive, culturally responsive learning environments | |

|to engage individuals with exceptionalities in meaningful learning activities and social | |

|interactions. | |

|(2.2) Beginning educators of the deaf or hard of hearing use motivational and instructional | |

|interventions to teach individuals with exceptionalities how to adapt to different environments. | |

|(2.3) Beginning educators of the deaf or hard of hearing know how to intervene safely and | |

|appropriately with individuals with exceptionalities in crisis. | |

|CED Specific Knowledge/Skills: Includes influence of family communication and culture on all | |

|developmental domains; importance of providing ongoing opportunities for interactions between | |

|individuals who are deaf or hard of hearing with peers and role models who are d/hh; importance of | |

|access to incidental language experiences; preparing individuals who are d/hh to use interpreters; | |

|managing assistive technology for individuals who are d/hh; and designing classroom environments | |

|that maximize opportunities for visual and/or auditory learning and meet developmental and learning | |

|needs. | |

|3.Curricular Content Knowledge |□#1 □#2 □#3 □#4 |

|Beginning educators of the deaf or hard of hearing use knowledge of general (15) and specialized |□#5 □#6 □#7 □#8 |

|(16) curricula to individualize learning for individuals with exceptionalities. | |

|(3.1) Beginning educators of the deaf or hard of hearing understand the central concepts, structures| |

|of the discipline, and tools of inquiry of the content areas they teach , and can organize this | |

|knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for | |

|individuals with exceptionalities | |

|(3.2) Beginning educators of the deaf or hard of hearing understand and use general and specialized | |

|content knowledge for teaching across curricular content areas to individualize learning for | |

|individuals with exceptionalities | |

|(3.3) Beginning educators of the deaf or hard of hearing modify general and specialized curricula to| |

|make them accessible to individuals with exceptionalities. | |

|CED Specific Knowledge/Skills: Includes planning and implementing transitions across service | |

|continuums and integrating language instruction into academic areas | |

|4. Assessment. |□#1 □#2 □#3 □#4 |

|Beginning educators of the deaf or hard of hearing use multiple methods of assessment and |□#5 □#6 □#7 □#8 |

|data-sources in making educational decisions. | |

|(4.1) Beginning educators of the deaf or hard of hearing select and use technically sound formal and| |

|informal assessments that minimize bias | |

|(4.2) Beginning educators of the deaf or hard of hearing use knowledge of measurement principles and| |

|practices to interpret assessment results and guide educational decisions for individuals with | |

|exceptionalities | |

|(4.3) Beginning educators of the deaf or hard of hearing in collaboration with colleagues and | |

|families use multiple types of assessment information in making decisions about individuals with | |

|exceptionalities | |

|(4.4) Beginning educators of the deaf or hard of hearing engage individuals with exceptionalities to| |

|work toward quality learning and performance and provide feedback to guide them. | |

|CED Specific Knowledge/Skills: Includes understanding and use of specialized terminology used in | |

|assessing individuals who are deaf or hard of hearing; administering assessment tools using the | |

|individual’s preferred mode and language of communication; developing specialized assessment | |

|procedures that allow for alternative forms of expression; and collecting and analyzing spoken, | |

|signed, or written communication samples. | |

|5. Instructional Planning and Strategies |□#1 □#2 □#3 □#4 |

|Beginning educators of the deaf or hard of hearing select, adapt, and use a repertoire of |□#5 □#6 □#7 □#8 |

|evidence-based instructional strategies to advance learning of individuals with exceptionalities. | |

|(5.1) Beginning educators of the deaf or hard of hearing consider an individual’s abilities, | |

|interests, learning environments, and cultural and linguistic factors in the selection, development,| |

|and adaptation of learning experiences for individual with exceptionalities. | |

|(5.2) Beginning educators of the deaf or hard of hearing use technologies to support instructional | |

|assessment, planning, and delivery for individuals with exceptionalities. | |

|(5.3) Beginning educators of the deaf or hard of hearing are familiar with augmentative and | |

|alternative communication systems and a variety of assistive technologies to support the | |

|communication and learning of individuals with exceptionalities. | |

|(5.4) Beginning educators of the deaf or hard of hearing use strategies to enhance language | |

|development and | |

|communication skills of individuals with exceptionalities | |

|(5.5) Beginning educators of the deaf or hard of hearing develop and implement a variety of | |

|education and transition plans for individuals with exceptionalities across a wide range of settings| |

|and different learning experiences in collaboration with individuals, families, and teams | |

|(5.6) Beginning educators of the deaf or hard of hearing teach to mastery and promote generalization| |

|of learning. | |

|(5.7) Beginning educators of the deaf or hard of hearing teach cross-disciplinary knowledge and | |

|skills such as critical thinking and problem solving to individuals with exceptionalities. | |

|CED Specific Knowledge/Skills: Includes understanding the use of visual tools and organizers that | |

|support content mastery and retention by individuals who are deaf or hard of hearing; applying | |

|strategies to facilitate cognitive and communicative development; implementing strategies for | |

|stimulating the use of residual hearing; facilitating independent communication in all contexts; | |

|implementing strategies for developing spoken language in orally communicating individuals and sign | |

|language proficiencies in signing individuals; using specialized technologies, resources, and | |

|instructional strategies unique to d/hh individuals; developing successful inclusion experiences; | |

|developing proficiency in the languages used to teach individuals who are d/hh; providing | |

|activities to promote print literacy and content area reading and writing through instruction via | |

|spoken language and/or signed language indigenous to the Deaf community; applying first and second | |

|language learning strategies to instruction; and providing balance among explicit instruction, | |

|guided instruction, peer learning and reflection. | |

|6. Professional Learning and Ethical Practice |□#1 □#2 □#3 □#4 |

|Beginning educators of the deaf or hard of hearing use foundational knowledge of the field and the |□#5 □#6 □#7 □#8 |

|their Professional Ethical Principles and Practice Standards to inform special education practice, | |

|to engage in lifelong learning, and to advance the profession. | |

|(6.1) Beginning educators of the deaf or hard of hearing use professional Ethical Principles and | |

|Professional Practice Standards to guide their practice | |

|(6.2) Beginning educators of the deaf or hard of hearing understand how foundational knowledge and | |

|current issue influence professional practice | |

|(6.3) Beginning educators of the deaf or hard of hearing understand that diversity is a part of | |

|families, cultures, and schools, and that complex human issues can interact with the delivery of | |

|special education services | |

|(6.4) Beginning educators of the deaf or hard of hearing understand the significance of lifelong | |

|learning and participate in professional activities and learning communities. | |

|(6.5) Beginning educators of the deaf or hard of hearing advance the profession by engaging in | |

|activities such as advocacy and mentoring | |

|(6.6) Beginning educators of the deaf or hard of hearing provide guidance and direction to | |

|paraeducators, tutors, and volunteers. | |

|CED Specific Knowledge/Skills: Includes a knowledge of model programs for individuals who are deaf | |

|or hard of hearing; roles and understanding of teachers and support personnel in educational | |

|practice for individuals who are deaf or hard of hearing; professional resources relevant to the | |

|field of education of the deaf or hard of hearing; knowledge of professional organizations in the | |

|field of deaf education; incidence and prevalence figures for individuals who are deaf or hard of | |

|hearing; sociocultural, historical, and political forces unique to deaf education; etiologies of | |

|hearing loss that can result in additional learning challenges; the ability to communicate | |

|proficiently in spoken language or the sign language indigenous to the Deaf community; the ability | |

|to increase proficiency and sustain a life-long commitment to maintaining instructional language | |

|competence; and develop and enrich cultural competence relative to the Deaf community. | |

|7. Collaboration | □#1 □#2 □#3 □#4 |

|Beginning educators of the deaf or hard of hearing collaborate with families, other educators, |□#5 □#6 □#7 □#8 |

|related service providers, individuals with exceptionalities, and personnel from community agencies | |

|in culturally responsive ways to address the needs of individuals with exceptionalities across a | |

|range of learning experiences. | |

|(7.1) Beginning educators of the deaf or hard of hearing use the theory and elements of effective | |

|collaboration | |

|(7.2) Beginning educators of the deaf or hard of hearing serve as a collaborative resource to | |

|colleagues | |

|(7.3) Beginning educators of the deaf or hard of hearing use collaboration to promote the well-being| |

|of individuals with exceptionalities across a wide range of settings and collaborators | |

|CED Specific Knowledge/Skills: Includes a knowledge of services, organizations, and networks that | |

|support individuals who are deaf or hard of hearing; and the skill to provide families with support | |

|to make informed choices regarding communication modes, philosophies, and educational options. | |

SECTION IV—EVIDENCE FOR MEETING STANDARDS

• DIRECTIONS: The 6-8 key assessments listed in Section II must be documented and discussed in Section IV. The assessments must be those that all candidates in the program are required to complete and should be used by the program to determine candidate proficiencies as expected in the program standards. In the description of each assessment below, CED has identified potential assessments that would be appropriate.

For each assessment, the evidence for meeting standards should include the following information:

1. A brief description of the assessment and its use in the program (A few sentences may be sufficient);

2. A description of how this assessment specifically aligns with the standards it is cited for in Section III. (Can be done as a chart)

3. A brief report of data and analysis of the data findings;

4. An interpretation of how that data provides evidence for meeting standards; and

5. Attachment of assessment documentation, including[5]:

(a) the assessment tool or description of the assignment;

(b) the scoring guide for the assessment; and

(c) candidate data derived from the assessment.

The narrative section for each assessment (1-4 above) is limited to three text pages. It is preferred that each attachment for a specific assessment (5a-c above) be limited to the equivalent of five text pages, however in some cases assessment instruments or scoring guides may go beyond 5 pages.

#1 (Required)-CONTENT KNOWLEDGE: Data from licensure tests or professional examinations of content knowledge. CED standards addressed in this entry could include all of the standards. If your state does not require licensure tests or professional examinations in the content area, data from another assessment must be presented to document candidate attainment of content knowledge. Provide assessment information (items 1-5) as outlined in the directions for Section IV

Provide assessment information (items 1-5) as outlined in the directions for Section IV

#2 (Required)-CONTENT KNOWLEDGE: Assessment of content knowledge in deaf education. CEC/CED standards that could be assessed here include Standards 2, 3, 5 or 7. Examples of assessments include comprehensive examinations; written interpersonal/presentational tasks; capstone projects or research reports addressing cross-disciplinary content; philosophy of teaching statement that addresses the role of culture, literature, and cross-disciplinary content; and other portfolio tasks[6].

Provide assessment information (items 1-5) as outlined in the directions for Section IV

#3 (Required)-PEDAGOGICAL and PROFESSIONAL KNOWLEDGE, SKILLS, and DISPOSITIONS: Assessment that demonstrates candidates can effectively plan classroom-based instruction (e.g., unit plan) or activities for other roles as Educators of the deaf or hard of hearing. CED_CED standards that could be addressed in this assessment include but are not limited to 2, 5, 6, or 7. Examples of assessments include the evaluation of candidates’ abilities to develop lesson or unit plans. An example would be a differentiated unit of instruction.

Provide assessment information as outlined in the directions for Sections III and IV.

#4 (Required) - PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS: Assessment that demonstrates candidates' knowledge, skills, and dispositions are applied effectively in practice—student teaching or internship.

CEC_CED standards that could be addressed in this assessment include but are not limited to 1, 2, 3, 4, 5, or 7. The assessment instrument used in student teaching and the internship or other clinical experiences to evaluate candidate performance should be submitted.

Provide assessment information (items 1-5) as outlined in the directions for Section IV

#5 (Required)-EFFECTS ON STUDENT LEARNING: Assessment that demonstrates candidate effects on student learning. CED standards that could be addressed in this assessment include but are not limited to 1, 2, 3, 4, 5, 6, or 7. Examples of assessments include those based on analysis of student work samples, portfolio tasks, case studies, follow-up studies, and teacher work samples or unit work samples. This assessment MUST demonstrate that candidates have a measurable effect on student learning.

Provide assessment information (items 1-5) as outlined in the directions for Section IV

#6 (Required): Additional assessment that addresses CED standards. Examples of assessments include evaluations graduates’ performance (teaching effectiveness data or internship data for recent graduate, alumni surveys regarding program effectiveness and quality, etc.

Provide assessment information (items 1-5) as outlined in the directions for Section IV

#7 (Optional): Additional assessment that addresses CED standards. Examples of assessments include evaluations of field experiences, case studies, portfolio tasks, projects that tap knowledge and skills unique to deafness including communication competence, knowledge of assessment strategies unique to deaf or hard of hearing students; knowledge of due process; etc.

Provide assessment information (items 1-5) as outlined in the directions for Section IV

#8 (Optional): Additional assessment that addresses CED standards. Examples of assessments include evaluations of field experiences, case studies, portfolio tasks, projects that tap knowledge and skills unique to deafness including communication competence, knowledge of assessment strategies unique to deaf or hard of hearing students; knowledge of due process; etc.

Provide assessment information (items 1-5) as outlined in the directions for Section IV

SECTION V—USE OF ASSESSMENT RESULTS TO IMPROVE

CANDIDATE AND PROGRAM PERFORMANCE

Evidence must be presented in this section that assessment results have been analyzed and have been or will be used to improve candidate performance and strengthen the program. This description should not link improvements to individual assessments but, rather, it should summarize principal findings from the evidence, the faculty’s interpretation of those findings, and changes made in (or planned for) the program as a result. Describe the steps program faculty has taken to use information from all assessments for improvement of both candidate performance and the program including long term planning for the program. This information should be organized around (1) content knowledge, (2) professional and pedagogical knowledge, skill, and dispositions, and (3) impact on

student learning.

(response limited to 3 pages)

SECTION VI—For Revised Reports Only

Describe what changes or additions have been made in the report to address the standards that were not met in the original submission. List the sections of the report you are resubmitting and the changes that have been made.

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[1] Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include.

[2] Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio).

[3] Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required courses [specify course title and numbers], or completion of the program).

[4] All three components of the assessment – as identified in 5a-c – must be attached, with the following exceptions: (a) the assessment tool and scoring guide are not required for reporting state licensure data, and (b) for some assessments, data may not yet be available.

[5] A portfolio is a collection of candidate work. The information to be reported here requires an assessment of candidates’ content knowledge as revealed in the work product contained in a portfolio. If the portfolio contains pieces that are interdependent and the portfolio is evaluated by faculty as one assessment using a scoring guide, then the portfolio could be counted as one assessment. Often the assessment addresses an independent product within the portfolio rather than the complete portfolio. In the latter case, the assessment and scoring guide for the independent product should be presented.

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